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Science centres have long been framed as venues for disseminating scientific knowledge and generating economic value through tourism. However, a new generation of centres is repositioning science engagement as a civic function, mobilising scientific knowledge to address complex societal challenges such as inclusion, sustainability and enhancing communities’ adaptive capacity to natural hazards. In this context, Espai Cràter, a new generation of Science Centre specialized in volcanology that opened in Olot (Catalonia) in 2022, offers a distinctive case. Conceived through a co-creation approach and rooted in the Garrotxa Volcanic Field, it moves beyond the exhibition model to operate as a territorially embedded learning infrastructure linking Earth-science knowledge with formal education and local community priorities.This study examines how Espai Cràter, located outside major metropolitan areas (approximately 1.5 hours from Barcelona), acts as a bridge between scientific knowledge and communities where opportunities for direct engagement with science are often less accessible and unevenly distributed. Its outreach strategy combines conventional formats (e.g., school programmes, guided visits, and family activities) with targeted initiatives designed to reduce cultural, social, and accessibility barriers, including activities delivered in everyday public spaces and proposals co-designed with local social organisations through stable local partnerships. The study addresses two main questions: (i) How can a geoscience centre design and deliver outreach that ensures meaningful access to scientific knowledge for school audiences and underserved groups? and (ii) How does place-based Earth-science programming contribute to participants’ scientific understanding, awareness of the territory and capacity-building in volcanic risk management? The methodology proposed is based on the Universal Design for Learning (UDL) framework, which enables the adaptation of content and formats to accommotade diverse audiences and accessibility needs. Analysis combines systematic participation records with post-activity surveys across outreach actions to assess reach, satisfaction, and perceived learning outcomes. Programme data show substantial participation (over 40,000 annual visitors; ~9,000 students per year in educational activities; and ~1,000 participants in community-based initiatives), alongside consistently high satisfaction ratings (mean 9.7/10 from participating schools; 9.8/10 from users and partner organisations in community initiatives).Drawing on these data, the findings indicate that proximity to local communities, partnership networks, and inclusive design can function as enabling conditions for socially relevant science communication. The study contributes by (1) providing an evaluation-oriented account of “what works” in formal-education-facing outreach beyond satisfaction, and (2) extending place-based geoscience education by empirically examining how science engagement in non-metropolitan settings fosters scientific understanding, awareness of the territory and communities’ capacity to adapt to volcanic risk. Espai Cràter demonstrates that proximity to local communities, when combined with inclusive design and strong partnerships, is a key asset for effective and socially relevant science communication.